Standard 10

Standard 10 - Students demonstrate their learning through performance-based assessments and have opportunities to develop self-assessment and self-monitoring skills. 

 WTJ students use their inquiry journals and IB portfolios to help drive their learning through performance-based assessments while self-assessment and self-monitoring skills. Student inquiry journals are totally student-created. This allows the student to see their own learning throughout the process without teacher intervention, printables, etc. The inquiry journal requires the student to take ownership and also monitor their own inquiry process as well as their growth in utilizing the Engineering Design Process. 

At the end of every unit of study, students complete a summative assessment that also provides them with the opportunity to reflect and self-assess what they have learned during the current unit. Within our extended inquiry, students utilize a rubric to drive their learning through the performance-based assessment. There are multiple types of performance based assessments that are utilized at our school ranging from digital portfolios, prototype creations, presentations, collaborative projects, and culminating summative assessments. When completed, students are able to share their performance-based assessments with others to obtain feedback as well as assistance in self-reflecting on their work. Since student creations are student-led, teachers work diligently to create assessment rubrics that allow for student-initiated creations as well as assessing the skills and standards practiced during the unit. 

In collaborative performance-based assessments, students not only assess themselves by reflecting upon their role in the group but also the role of other members in their group. This real-life work experience helps students to reflect on how their participation in the group impacts not only themselves, but the other members. We emphasize to our students why it is important to be able to work in collaborative groups especially when it comes to their future educational paths and careers. The importance of being able to provide constructive feedback to others and self-reflecting on their own personal role is an important skill that we wish to instill in our students at a young age. 

In our IB portfolios, students reflect upon their learning within the unit of study as well as the skills they have developed and practiced. Through this reflection process, students pick a work sample that they feel best demonstrates their learning. Many times this work sample is the piece of work created during the extended inquiry time.